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This case study investigates LLS used by students at the Department of English Language and Translation, Qassim University for learning English as a foreign language. Data were collected from 30 level-four volunteers using Oxford’s Strategy Inventory for Language Learning (SILL). Results show EFL students commonly use all six LLS groups, with medium overall frequency and most frequent use in metacognitive strategies.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-learners-language-learning-strategies-a-case-study-at-qassim-university-article/590029/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Cart","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the purpose of the study on EFL learners’ LLS?","Question",{"text":106,"@type":107},"The study investigates which language learning strategies EFL students use when learning English at Qassim University and categorizes the most common strategies.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How was the data collected in the study?",{"text":111,"@type":107},"The study used Oxford’s Strategy Inventory for Language Learning (SILL) and collected data from 30 voluntary level-four students.",{"name":113,"@type":104,"acceptedAnswer":114},"Which LLS categories were most frequently applied by the students?",{"text":115,"@type":107},"Students showed frequent use of metacognitive, compensation, social, memory, cognitive, and affective strategies, with metacognitive strategies appearing as the top repeated category.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},590029,1792068641,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":137},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| EFL Learners’Language Learning Strategies: A Case Study at Qassim University\u003Cbr>Mohammed Mahib ur Rahman*\u003Cbr>Department of English Language and Translation, College of Arabic Language and Social Studies, Qassim University, Saudi Arabia Corresponding Author: Mohammed Mahib ur Rahman, [E-mail:](E-mail: drmahib.qu@gmail.com)[ drmahib.qu@gmail.com](E-mail: drmahib.qu@gmail.com), [m.rahman@qu.edu.sa](m.rahman@qu.edu.sa) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: July 10, 2020\u003Cbr>Accepted: September 18, 2020\u003Cbr>Published: October 31, 2020\u003Cbr>Volume: 11 Issue: 5\u003Cbr>Advance access: October 2020 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Language Learning Strategies (LLS), English as a Foreign Language, EFL Students,\u003Cbr>Qassim University | ABSTRACT\u003Cbr>Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top“metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English asa foreign language. |\n\nINTRODUCTION  \nLanguage learning strategies (LLS) have played an essential key role in second and foreign language learning. LLS have contributed much to promote and assist language learning to both EFL and ESL students. Therefore, many kinds of research on LLS have been published and flourished in the 1970s with the theory of cognitive revolution, and a number researches have shown an adjacent association between LLS, language learning, and achievements. Oxford explains LLS as “specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more effective and more transferable to new situations”(1990: 8) . She also continues saying that learning strategies take a substantial part for language students and learners to improve their foreign or second language abilities. Besides, for the process of learning a foreign language, students or learners have to be very aware of using adequate learning strategies (Meshyan & Hernandez, 2002; Sueraya, Ismail, Arifin & Ismaiel, 2010; Al-Wazzan, 2020; Salma, 2020) . Consequently, not having appropriate language learning strategies turns out to be a problem for students and learners to develop their foreign or second language.  \nA few studies also propose that learning strategies are capable of helping students to improve their achievement in language skills (Bremner, 1998; O’Malley, 1985; Politzer,  \n1983) . A study by Anida (2003) has effectively confirmed that EFL students are capable of developing their performances, interests, self-confidence, and attitude towards the learning English by following significant language learning strategies. T","cbCaimDwRzEauSb2","https://ap.wps.com/l/cbCaimDwRzEauSb2","pdf",135794,"English","# Article Info\n## Article history\n## Key words\n# Abstract\n# Introduction\n## Background and definitions of LLS\n## Related studies\n## Research aims and Oxford taxonomy\n## Research Questions","[{\"question\":\"What is the purpose of the study on EFL learners’ LLS?\",\"answer\":\"The study investigates which language learning strategies EFL students use when learning English at Qassim University and categorizes the most common strategies.\"},{\"question\":\"How was the data collected in the study?\",\"answer\":\"The study used Oxford’s Strategy Inventory for Language Learning (SILL) and collected data from 30 voluntary level-four students.\"},{\"question\":\"Which LLS categories were most frequently applied by the students?\",\"answer\":\"Students showed frequent use of metacognitive, compensation, social, memory, cognitive, and affective strategies, with metacognitive strategies appearing as the top repeated category.\"}]","EFL Learners’Language Learning Strategies - A Case Study at Qassim University - Article | PDF",15]